The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression

Hong-gue Yun

doi:doi:10.11648/j.hss.20261402.18

Research Article |

| Peer-Reviewed

The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression

Hong-gue Yun^*

Published in Humanities and Social Sciences (Volume 14, Issue 2)

Received: 25 February 2026 Accepted: 13 March 2026 Published: 31 March 2026

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This research investigates the educational effectiveness of a smart robot program integrated with Artificial Intelligence (AI) on the sociality of preschool children, particularly focusing on the mediating roles of creative problem-solving and linguistic expression. As the Fourth Industrial Revolution reshapes the educational landscape, AI-driven media have emerged as a ‘Social catalyst’ that significantly accelerates early childhood development. This study employed a quantitative experimental design involving a large-scale sample of 300 preschool children (150 boys and 150 girls) aged 5 to 6 years from various kindergartens in Sejong City. The participants were divided into an experimental group (n=150) that engaged in a 12-week AI-based smart robot program and a control group (n=150) that followed a traditional curriculum. Data were collected through the Social Skills Rating System (SSRS), Torrance Tests of Creative Thinking (TTCT), and standardized linguistic assessments. The results demonstrate that the AI voice-interactive robot program significantly augmented children's sociality scores across all sub-factors. Notably, mediation analysis confirmed that linguistic expression acted as a more potent mediator (b =.45, p <.001) compared to creative problem-solving (b =.38, p <.01), identifying vocal interaction as the primary driver of social development. Statistical analysis further revealed that these variables partially mediated the relationship between AI interaction and sociality. Furthermore, while both genders showed significant improvement, girls demonstrated higher engagement in emotional rapport via voice interaction, whereas boys exhibited greater gains in task-oriented problem-solving. This study concludes that pedagogically sound AI voice-interactive tools are effective for fostering social development in young learners. These findings provide practical implications for educators and media content developers to design immersive and interactive AI educational environments.

Published in	Humanities and Social Sciences (Volume 14, Issue 2)
DOI	10.11648/j.hss.20261402.18
Page(s)	131-140
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

AI Voice Interaction, Smart Robot Education, Social Competence, Creative Problem-solving, Linguistic Expression, Media Literacy, Early Childhood Education

References

[1]	Yoo, K. J., & Kim, S. R. Development and application of AI-based programs for preschool children. Journal of Early Childhood Education. 2021, 41(2), 115-138. https://doi.org/10.15407/jece.2021.02.115
[2]	Choi, E. J. Analysis of domestic research trends on smartphones related to young children: Focusing on domestic journal articles from 2011 to 2020. Journal of Learner-Centered Curriculum and Instruction. 2021, 21(18), 705-720. https://doi.org/10.22251/jlcci.2021.21.18.705
[3]	Biocca, F., Harms, C., & Burgoon, J. K. Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence: Tele-operators & Virtual Environments. 2003, 12(5), 456-480. https://doi.org/10.1162/10547460332276128
[4]	Kim, D. H. A study on the use of artificial intelligence and teachers' perceptions in kindergarten settings. Korean Journal of Child Care and Education Policy. 2022, 16(1), 45-67. https://doi.org/10.5718/kce.2022.16.1.45
[5]	Park, J. E., et al. Analysis of early childhood teachers' recognition and needs for AI education. Journal of Korea Open Association for Early Childhood Education. 2022, 27(3), 89-112. https://doi.org/10.20459/koe.2022.27.3.89
[6]	Jeong, J. H., & Park, S. M. The effect of STEAM activities using unplugged computing on young children's creative problem-solving ability. Journal of Early Childhood Education & Edu care Welfare. 2018, 22(4), 145-168. https://doi.org/10.22590/eceew.2018.22.4.145
[7]	Kang, J. S. The effects of robot-based learning on the creative problem-solving ability of young children. Journal of Korean Association for Educational Information and Media. 2012, 18(2), 205-227. https://doi.org/10.15833/kaeim.2012.18.2.205
[8]	Hagens, H. E. The effect of play materials on the social behavior of young children. Ph.D. Thesis, University of Illinois; 1997.
[9]	Kim, S. Y. A study on the relationship between children's social skills and peer interactions in play. Journal of Korea Early Childhood Education. 2000, 20(3), 155-174.
[10]	Jeong, J. H., & Park, S. M. Patterns of Young Children's Social Interaction and Image of Teacher-Assistant Robots. Journal of Children's Media. 2018, 9(3), 1-30. https://doi.org/10.21183/KJCM.2018.09.9.3.1
[11]	Kang, J. S. The Effects of STSC Program on Creativity and Problem Solving Ability of Elementary School Students. Ph.D. Thesis, Dong-A University; 2012.
[12]	Hagens, H. E. Strategies for encouraging peer interactions in infant/toddler programs. Early Childhood Education Journal. 1997, 25(2), 147-149. https://doi.org/10.1023/A:1025646227444
[13]	Yoo, S. K. Definition and educational purpose of educational robots for creative expression. Journal of Information Education. 2000, 17(4), 441-452. https://doi.org/10.14352/jkaie.2000.17.4.441
[14]	Hong, Y. N., & Lim, Y. J. A study on the effectiveness of AI education for pre-service early childhood teachers. Journal of Learner-Centered Curriculum and Instruction. 2020, 20(19), 1001-1020. https://doi.org/10.22251/jlcci.2020.20.19.1001
[15]	Lee, K. H., Oh, J. E. A Study on the Interaction Between Young Children and Social Robots: Focusing on Conversational Interfaces and Information Acquisition, Journal of Children's Media. 2021, 22(2), 45-68. https://doi.org/10.11648/j.cm.20212202.15
[16]	Yoo, S. K. The effects of STEAM-based learning using robots on the creativity enhancement of gifted elementary students. Journal of Learner-Centered Curriculum and Instruction. 2013, 32(1), 21-35. https://doi.org/10.22251/jlcci.2013.13.1.21
[17]	Kong, B. J. The effect of project-based robot-utilizing education on the creative problem-solving ability of elementary school students. Journal of Learner-Centered Curriculum and Instruction. 2015, 15(20), 613-625. https://doi.org/10.22251/jlcci.2015.15.11.613
[18]	Hwang, H. I., Kang, M. J., Kang, S. Y., & Jo, J. O. Early Childhood Education and Multimedia. Paju: Yangseowon; 2015.
[19]	Breazeal, C. L. Designing sociable robots. Cambridge, MA: MITPress; 2002. https://doi.org/10.7551/mitpress/2372.001.0001
[20]	Reeves, B., & Nass, C. The Media Equation: How People Treat Computers, Television, and New Media Like Real People and Places. Cambridge: Cambridge University Press; 1996.
[21]	Jun, K. W. Manual for the Korean Comprehensive Creativity Test for Young Children (K-CCTYC). Seoul: Hakjisa; 2000.
[22]	Park, H. K. Research trends related to early childhood language. Journal of Educational Science Research. 2005, 36(1), 393-409. https://doi.org/10.15815/jped.2005.36.1.393
[23]	Hyun, E. J., Kim, S. Y., & Jang, S. K. The effects of picture book reading activities using intelligent robots on the language ability of young children. Journal of Korea Early Childhood Education. 2008, 28(5), 175-197. https://doi.org/10.18023/kjece.2008.28.5.008
[24]	Lim, E. M. Structural relationship analysis among social competence, self-regulation, and play immersion using AI. Journal of Learner-Centered Curriculum and Instruction. 2022, 22(23), 753-769. https://doi.org/10.22251/jlcci.2022.22.23.753
[25]	Nass, C., & Brave, S. Wired for Speech: How Voice Activates and Advances the Human-Computer Relationship. Cambridge, MA: MIT Press; 2005. https://doi.org/10.7551/mitpress/7253.001.0001
[26]	Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press; 1978. https://doi.org/10.2307/j.ctvjf9vz4
[27]	Park, J. Y., & Lee, J. W. The effects of an artificial intelligence education program on the creativity of young children. Journal of Early Childhood Education. 2024, 44(1), 185-210. https://doi.org/10.18023/kjece.2024.44.1.008
[28]	Baron, R. M., & Kenny, D. A. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology. 1986, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
[29]	Sobel, M. E. Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology. 1982, 13, 290-312. https://doi.org/10.2307/270723
[30]	Cui, Y., et al. Does voice matter? The impact of AI voice assistants on social presence and user engagement in learning. Educational Technology Research and Development. 2023, 71, 1543-1568. https://doi.org/10.1007/s11423-023-10243-w
[31]	Kim, H. S., & Park, J. H. The impact of interaction with AI social robots on young children’s social-emotional development. Journal of Korea Open Association for Early Childhood Education. 2021, 26(2), 245-267. https://doi.org/10.20437/KOAECE.26.2.11
[32]	Duan, L., et al. The power of voice: How AI-driven vocal interaction shapes social competence in early childhood. Journal of Educational Technology & Society. 2024, 27(1), 112-130. https://doi.org/10.30191/ETS.202401_27(1).0008
[33]	Papert, S. Mindstorms: Children, Computers, and Powerful Ideas. New York, NY: Basic Books; 1980.
[34]	Lee, K. H. The Social Value of Creative Thinking in Early Childhood. Seoul: Global Creative Leader; 2011.
[35]	Kim, J. H., & Kim, Y. S. A study on the interaction between young children and social robots: Focusing on children's engagement and social responses. Journal of Children's Media. 2023, 22(1), 85-108. https://doi.org/10.21183/KJCM.2023.03.22.1.85

Cite This Article

Plain Text BibTeX RIS

APA Style

Yun, H. (2026). The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression. Humanities and Social Sciences, 14(2), 131-140. https://doi.org/10.11648/j.hss.20261402.18

Copy | Download

ACS Style

Yun, H. The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression. Humanit. Soc. Sci. 2026, 14(2), 131-140. doi: 10.11648/j.hss.20261402.18

Copy | Download

AMA Style

Yun H. The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression. Humanit Soc Sci. 2026;14(2):131-140. doi: 10.11648/j.hss.20261402.18

Copy | Download

@article{10.11648/j.hss.20261402.18,
  author = {Hong-gue Yun},
  title = {The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression},
  journal = {Humanities and Social Sciences},
  volume = {14},
  number = {2},
  pages = {131-140},
  doi = {10.11648/j.hss.20261402.18},
  url = {https://doi.org/10.11648/j.hss.20261402.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20261402.18},
  abstract = {This research investigates the educational effectiveness of a smart robot program integrated with Artificial Intelligence (AI) on the sociality of preschool children, particularly focusing on the mediating roles of creative problem-solving and linguistic expression. As the Fourth Industrial Revolution reshapes the educational landscape, AI-driven media have emerged as a ‘Social catalyst’ that significantly accelerates early childhood development. This study employed a quantitative experimental design involving a large-scale sample of 300 preschool children (150 boys and 150 girls) aged 5 to 6 years from various kindergartens in Sejong City. The participants were divided into an experimental group (n=150) that engaged in a 12-week AI-based smart robot program and a control group (n=150) that followed a traditional curriculum. Data were collected through the Social Skills Rating System (SSRS), Torrance Tests of Creative Thinking (TTCT), and standardized linguistic assessments. The results demonstrate that the AI voice-interactive robot program significantly augmented children's sociality scores across all sub-factors. Notably, mediation analysis confirmed that linguistic expression acted as a more potent mediator (b =.45, p b =.38, p <.01), identifying vocal interaction as the primary driver of social development. Statistical analysis further revealed that these variables partially mediated the relationship between AI interaction and sociality. Furthermore, while both genders showed significant improvement, girls demonstrated higher engagement in emotional rapport via voice interaction, whereas boys exhibited greater gains in task-oriented problem-solving. This study concludes that pedagogically sound AI voice-interactive tools are effective for fostering social development in young learners. These findings provide practical implications for educators and media content developers to design immersive and interactive AI educational environments.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression
AU  - Hong-gue Yun
Y1  - 2026/03/31
PY  - 2026
N1  - https://doi.org/10.11648/j.hss.20261402.18
DO  - 10.11648/j.hss.20261402.18
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 131
EP  - 140
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20261402.18
AB  - This research investigates the educational effectiveness of a smart robot program integrated with Artificial Intelligence (AI) on the sociality of preschool children, particularly focusing on the mediating roles of creative problem-solving and linguistic expression. As the Fourth Industrial Revolution reshapes the educational landscape, AI-driven media have emerged as a ‘Social catalyst’ that significantly accelerates early childhood development. This study employed a quantitative experimental design involving a large-scale sample of 300 preschool children (150 boys and 150 girls) aged 5 to 6 years from various kindergartens in Sejong City. The participants were divided into an experimental group (n=150) that engaged in a 12-week AI-based smart robot program and a control group (n=150) that followed a traditional curriculum. Data were collected through the Social Skills Rating System (SSRS), Torrance Tests of Creative Thinking (TTCT), and standardized linguistic assessments. The results demonstrate that the AI voice-interactive robot program significantly augmented children's sociality scores across all sub-factors. Notably, mediation analysis confirmed that linguistic expression acted as a more potent mediator (b =.45, p b =.38, p <.01), identifying vocal interaction as the primary driver of social development. Statistical analysis further revealed that these variables partially mediated the relationship between AI interaction and sociality. Furthermore, while both genders showed significant improvement, girls demonstrated higher engagement in emotional rapport via voice interaction, whereas boys exhibited greater gains in task-oriented problem-solving. This study concludes that pedagogically sound AI voice-interactive tools are effective for fostering social development in young learners. These findings provide practical implications for educators and media content developers to design immersive and interactive AI educational environments.
VL  - 14
IS  - 2
ER  -

Copy | Download

Author Information

Hong-gue Yun

Department of Media Voice, Korea University of Media Arts, Sejong, South Korea

Contact Email

Download PDF

Submit an Article

Sections

Plain Text BibTeX RIS

APA Style

Yun, H. (2026). The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression. Humanities and Social Sciences, 14(2), 131-140. https://doi.org/10.11648/j.hss.20261402.18

Copy | Download

ACS Style

Yun, H. The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression. Humanit. Soc. Sci. 2026, 14(2), 131-140. doi: 10.11648/j.hss.20261402.18

Copy | Download

AMA Style

Yun H. The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression. Humanit Soc Sci. 2026;14(2):131-140. doi: 10.11648/j.hss.20261402.18

Copy | Download

@article{10.11648/j.hss.20261402.18,
  author = {Hong-gue Yun},
  title = {The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression},
  journal = {Humanities and Social Sciences},
  volume = {14},
  number = {2},
  pages = {131-140},
  doi = {10.11648/j.hss.20261402.18},
  url = {https://doi.org/10.11648/j.hss.20261402.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20261402.18},
  abstract = {This research investigates the educational effectiveness of a smart robot program integrated with Artificial Intelligence (AI) on the sociality of preschool children, particularly focusing on the mediating roles of creative problem-solving and linguistic expression. As the Fourth Industrial Revolution reshapes the educational landscape, AI-driven media have emerged as a ‘Social catalyst’ that significantly accelerates early childhood development. This study employed a quantitative experimental design involving a large-scale sample of 300 preschool children (150 boys and 150 girls) aged 5 to 6 years from various kindergartens in Sejong City. The participants were divided into an experimental group (n=150) that engaged in a 12-week AI-based smart robot program and a control group (n=150) that followed a traditional curriculum. Data were collected through the Social Skills Rating System (SSRS), Torrance Tests of Creative Thinking (TTCT), and standardized linguistic assessments. The results demonstrate that the AI voice-interactive robot program significantly augmented children's sociality scores across all sub-factors. Notably, mediation analysis confirmed that linguistic expression acted as a more potent mediator (b =.45, p b =.38, p <.01), identifying vocal interaction as the primary driver of social development. Statistical analysis further revealed that these variables partially mediated the relationship between AI interaction and sociality. Furthermore, while both genders showed significant improvement, girls demonstrated higher engagement in emotional rapport via voice interaction, whereas boys exhibited greater gains in task-oriented problem-solving. This study concludes that pedagogically sound AI voice-interactive tools are effective for fostering social development in young learners. These findings provide practical implications for educators and media content developers to design immersive and interactive AI educational environments.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - The Impact of AI-based Smart Robot Education on the Sociality of Preschool Children Mediated by Creative Problem-solving and Linguistic Expression
AU  - Hong-gue Yun
Y1  - 2026/03/31
PY  - 2026
N1  - https://doi.org/10.11648/j.hss.20261402.18
DO  - 10.11648/j.hss.20261402.18
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 131
EP  - 140
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20261402.18
AB  - This research investigates the educational effectiveness of a smart robot program integrated with Artificial Intelligence (AI) on the sociality of preschool children, particularly focusing on the mediating roles of creative problem-solving and linguistic expression. As the Fourth Industrial Revolution reshapes the educational landscape, AI-driven media have emerged as a ‘Social catalyst’ that significantly accelerates early childhood development. This study employed a quantitative experimental design involving a large-scale sample of 300 preschool children (150 boys and 150 girls) aged 5 to 6 years from various kindergartens in Sejong City. The participants were divided into an experimental group (n=150) that engaged in a 12-week AI-based smart robot program and a control group (n=150) that followed a traditional curriculum. Data were collected through the Social Skills Rating System (SSRS), Torrance Tests of Creative Thinking (TTCT), and standardized linguistic assessments. The results demonstrate that the AI voice-interactive robot program significantly augmented children's sociality scores across all sub-factors. Notably, mediation analysis confirmed that linguistic expression acted as a more potent mediator (b =.45, p b =.38, p <.01), identifying vocal interaction as the primary driver of social development. Statistical analysis further revealed that these variables partially mediated the relationship between AI interaction and sociality. Furthermore, while both genders showed significant improvement, girls demonstrated higher engagement in emotional rapport via voice interaction, whereas boys exhibited greater gains in task-oriented problem-solving. This study concludes that pedagogically sound AI voice-interactive tools are effective for fostering social development in young learners. These findings provide practical implications for educators and media content developers to design immersive and interactive AI educational environments.
VL  - 14
IS  - 2
ER  -

Copy | Download